The Effects of Social Support as Perceived by 6th Graders in Elementary School and Teacher\'s Discipline Style to Class Cohesiveness
AUTHOR : 안설하,문혁준
INFORMATION : page. 145~167 / 2011 Vol.18 No.2
ABSTRACT
\"The purpose of the current study is to analyze the difference of social support as perceived by children and the discipline styles of five teacher and class cohesiveness according to demographic characteristics. And, investigate relationship of these variables and the effects of variables on class cohesiveness. A total of 205 elementary school students(age 11) participated in this study. Data were collected through questionnaires and analyzed by t-test, f-test, correlation analysis, and Multiple regression analysis. The results were as follows: 1) Girls perceived higher level of social support than boys. Moreover, the supporter and negotiator discipline styles are perceived more so by girls. However, abdicator and enforcer discipline styles are perceived more so by boys. And, the children who have much higher living standards perceived more social support and higher level of class cohesiveness. Moreover, children who get better grades in school also percepted more social support and higher levels of class cohesiveness. 2) Class cohesiveness has positive correlation with social support. Also, class cohesiveness has positive correlation with the supporter and negotiator discipline type. 3) Gender, living standards and school records affect class cohesiveness. Supporter and negotiator discipline styles affect class cohesiveness. Additionally, peer support and teacher\'s support affect class cohesiveness. To conclude, both social support as perceived by children and supporter, negotiator discipline styles are major variables which have an effect on class cohesiveness.
Key words : social support, teacher\'s discipline style, class cohesiveness, school adaptation.\"